An ecological community becoming: Language learning as first-order experiencing with place and mobile technologies

Zheng, Dongping; Liu, Yang; Lambert, Andrew; Lu, Aitao; Tomei, Jared; Daniel, Holden

doi:10.1016/j.linged.2017.10.004

Cited by 21 publications

(11 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Studies indicate that AR games and activities create opportunities for collaborative engagement and problem solving by providing location‐specific information, virtual dialogue, prompts, and uses of media such as images and video (Hellermann, Thorne, & Fodor; ; Holden & Sykes, ; Perry, ; Thorne, Hellermann, Jones, & Lester, ; Zheng et al., ). Although existing research has examined language learning in AR games from the eco‐dialogical perspective (i.e., learning while doing and language as action in specific places; e.g., Zheng et al., ; Zheng, Schmidt, Hu, Liu, & Hsu, ), how game players explicitly orient to language has not yet been investigated (though this has been called for by some researchers, e.g., Sert & Balaman, ). The analysis of interactional data in our current study is informed by a long trajectory of work pioneered by Merrill Swain and colleagues, particularly their insights and methodological contributions involving LREs, collaborative dialogue, and languaging.…”

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

“…Unlike the better known immersive experience of virtual reality (Schwienhorst, ), a locative media AR approach juxtaposes or laminates mobile device–displayed information onto the perceptible physical world. Researchers have recently begun to explore uses of AR for pedagogical purposes, and our project has benefited from these earlier investigations (e.g., Hellermann et al., ; Holden, Dikkers, Martin, & Litts, ; Liu & Tsai, ; Squire, ; Thorne et al., ; Zheng et al., ; also see Godwin‐Jones, , for a recent review)…”

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

“…In a study of the place‐based AR game Guardians of the Mo'o, Zheng et al. () illustrated how “place evokes a learner's effort for making meaning and realizing values through embodied action, collaboration and coordination” (p. 55). Adopting an ecological perspective, Zheng et al.…”

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

“…The next section explains how the LRE construct can be used to provide empirical evidence for whether and to what degree AR game players orient to language structures and produce meta‐talk about their language use. Due to the history of LREs as a unit of analysis, we use a sociocultural approach that also draws inspiration from the ecological perspective and its emphasis on context, as outlined in van Lier (; see also Zheng et al., ).…”

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

See 3 more Smart Citations

Mobile Augmented Reality and Language‐Related Episodes

et al. 2019

View full text Add to dashboard Cite

Applications of locative media (e.g., place‐based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, however, remains underinvestigated. To address this lacuna, this study employed the widely used construct of language‐related episodes (LREs; Swain & Lapkin, 1998) as a unit of analysis to investigate language learning through participation in a mobile AR game. Analysis of videorecorded interactions of four mixed‐proficiency groups of game players (two English language learners [ELLs] and one expert speaker of English [ESE] per group) indicates that LREs in this environment were focused on lexical items relevant to the AR tasks and physical locations. Informed by sociocultural theory and conversation analysis, the microgenesis of learners’ understanding and subsequent use of certain lexical items are indicated in the findings. This understanding of new lexical items was frequently facilitated by ESEs’ assistance and the surrounding physical environment. A strong goal orientation by both ESEs and ELLs was visible, providing implications for task‐based language teaching approaches.

show abstract

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

See 2 more Smart Citations

Mobile Augmented Reality and Language‐Related Episodes

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Drawing on prior research [35][36][37], we employed ARIS [38] in designing the game. ARIS, as a free and open-source platform, provides an innovative way to design mobile AR-based learning and teaching.…”

Section: Methodsmentioning

confidence: 99%

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

Mei

Yang

2019

Sustainability

View full text Add to dashboard Cite

In the educational context, there currently emerges a growing research interest in using mobile augmented reality (AR) and the gamification concept to promote environmental education (EE). However, to date, scant attention has been paid to practically linking this approach to formal curricula at the tertiary level in China. Given the situation, we designed a geolocation-based mobile AR scavenger hunt to explore students' perception of embedding technology-enhanced and gamified EE in their language learning process. Ninety-eight first-year students, majoring in English at a Chinese university, were invited to participate in this study. In this game, students need to find the answers to 24 environment-themed questions phrased in English. Guided by prior technology acceptance research, we employed a mixed methods approach to capture participants' experience and perception of the process. The results show that this approach was positively perceived among the participants, for it could not only enrich their language learning experience but also promote their awareness of the environment. The findings offer insights into how EE can be purposefully integrated with tertiary education by leveraging current technological and pedagogical innovations.

show abstract

App-Based Multimedia in Foreign Language Teaching: Options for Language Learner

Belyakova

Pyrkina

2020

Lecture Notes in Networks and Systems

View full text Add to dashboard Cite

An ecological community becoming: Language learning as first-order experiencing with place and mobile technologies

Cited by 21 publications

References 14 publications

Mobile Augmented Reality and Language‐Related Episodes

Mobile Augmented Reality and Language‐Related Episodes

Nurturing Environmental Education at the Tertiary Education Level in China: Can Mobile Augmented Reality and Gamification Help?

App-Based Multimedia in Foreign Language Teaching: Options for Language Learner

Contact Info

Product

Resources

About